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Welcome to AP Biology!
Course:
Year:
Instructor:
Room:
Tutorial Times:
Phone:
Email:
AP BIOLOGY
2016-17
Ms. Shailaja Rao
A 216(Arts & Science building)
During advisory and also by appointment
972-501-0645
[email protected]
COURSE DESCRIPTION:
The AP Biology course is designed to offer students a solid foundation in introductory college-level
biology. By structuring the course around the four big ideas, enduring understandings, and science
practices students are trained in developing an appreciation for the study of life and help them
identify and understand unifying principles within a diversified biological world.
What we know today about biology is a result of inquiry. Science is a way of knowing. Therefore,
the process of inquiry in science and developing critical thinking skills is the most important part of
this course.
At the end of the course, students will have an awareness of the integration of other sciences in the
study of biology, understand how the species to which we belong is similar to, yet different from,
other species, and be knowledgeable and responsible citizens in understanding biological issues
that could potentially impact their lives.
TEXT AND REQUIRED SUPPLIES:
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Neil A. Campbell and Jane B. Reece, Biology, 9th Edition (San Francisco: Benjamin Cummings,
2006).
AP Biology Study Guide(Cliff notes 4th edition)
Science notebook (3-ring binder, dividers, notebook paper) to keep track of lecture notes,
handouts, homework, quizzes, and exams.
Lab notebook (3-ring binder, dividers, notebook paper) to keep track of laboratory
experiments and lab summaries.
Advanced Placement Biology Content
The AP course is structured around the four big ideas, the enduring understandings within the big
ideas and the essential knowledge within the enduring understanding.
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The big ideas:
Big idea 1: The process of evolution drives the diversity and unity of life.
Big idea 2: Biological systems utilize free energy and molecular building blocks to grow, to
reproduce and to maintain dynamic homeostasis.
Big idea 3: Living systems store, retrieve, transmit and respond to information essential to life
processes.
Big idea 4: Biological systems interact, and these systems and their interactions possess complex
properties
The Investigative Laboratory Component
The course is also structured around inquiry in the lab and the use of the seven science practices
throughout the course.
Students are given the opportunity to engage in student-directed laboratory investigations
throughout the course for a minimum of 25% of instructional time. Students will conduct a
minimum of eight inquiry-based investigations (two per big idea throughout the course). Additional
labs will be conducted to deepen students’ conceptual understanding and to reinforce the
application of science practices within a hands-on, discovery based environment. All levels of
inquiry will be used and all seven science practice skills will be used by students on a regular basis
in formal labs as well as activities outside of the lab experience.
The course will provide opportunities for students to develop, record, and communicate the results
of their laboratory investigations.
Science Practices (SP)
1. The student can use representations and models to communicate scientific phenomena and solve
scientific problems.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide investigations
within the context of the AP course.
4. The student can plan and implement data collection strategies appropriate to a particular
scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales, concepts and
representations in and across domains.
Classroom Policies:
Late Work and Work Missed for Excused and Unexcused Absences:
We will follow the NHP secondary school policy on late work and absences. Work not
turned in at the time when it is due will be accepted one class period late, but for a maximum grade
of 70%. It is not acceptable for students not to turn work in at all, and so if work is more than one
class late students will face disciplinary consequences as outlined in the Student Handbook.
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If students are absent for an excused reason, any work that was due on the first day they
missed (including tests) must be turned in / taken immediately upon return to class. If students are
absent for a single class day in which the class reviewed for a previously scheduled exam and no
new material was covered, but they are present on the day of the exam, they will be expected to
take the exam with everyone else. Students have the number of class days they missed in order to
make up missed assignments for full credit.
Although students will be given the amount of time described above if it is necessary, all
homework assigned in this class is intended to prepare for the following class. If it is at all possible,
students who have missed class should complete any reading assignments or other homework
before attending the following class in order to make sure that they fully understand and are
prepared for what is covered in that class. Assignments and materials are almost always posted on
the class web page, so this is the first place students should check if they miss a class.
It is the students’ responsibility to check the class web page and with the teacher to
find out what they missed. It is also the students’ responsibility to obtain a yellow excused
absence slip from the office within three days of their return to school, or the absence will be
considered unexcused.
If an absence is unexcused, work due and tests or quizzes scheduled for the day of the unexcused
absence are immediately considered late and are covered by the above late work policy.
Tardies:
Class will begin promptly every day and students are expected to be on time. If students
with an unexcused tardy miss a quiz or other graded work at the beginning of class, it may be made
up but will be counted late with a 30% deduction from the grade. Three unexcused tardies in a
quarter / 9 week grading period will result in a detention to be served with Ms.Rao, as will each
subsequent unexcused tardy.
Tutorials:
Students are strongly encouraged to seek tutorial help the moment they realize they are not
mastering key knowledge and skills. Tutorials are available on Mondays during advisory and also
by appointment.
Academic Dishonesty:
Plagiarism or any other form of cheating is a violation of the North Hills School Honor Code
and is not tolerated. Those who cheat automatically receive a zero on the assignment in question
and are referred to the Dean of Students for further consequences.
Evaluation:
Your grade is based upon a point system, so you should be able to monitor your progress
throughout the semester and academic year.
Exams:
Each semester there will be four course exams and a cumulative final. Course exams will
be given approximately every 3-4 weeks. The cumulative semester final will be worth 20% of the
overall semester grade. All exams will utilize the new AP Biology format:
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Labs / Lab Summaries:
Throughout each semester, we will be conducting a variety of laboratory exercises in class.
Most labs will be 1-3 class periods in length (1.5 to 4.5 hrs in length) and some will require
monitoring and data collection over several weeks. These labs will vary in complexity and point
values. Some labs will require a formal lab report (LR). There is a separate rubric describing how
to prepare a formal lab report, but the basic format is as follows:
I. Title (descriptive)
II. Introduction (background information, research question, hypothesis, and
variables)
III. Procedures (materials, apparatus, methods, and control of variables)
IV. Data / Results (raw data, data tables, processed data, and graphical display)
V. Conclusion (critical analysis of results and discussion of hypothesis)
VI. Evaluation (discussion of limitations, strengths, weaknesses, and error;
recommendations for improvement and further investigation)
Most labs will require a lab summary (LS) to be turned in for a grade. A lab summary is basically a
modified formal lab report, and there is also a separate rubric describing how to prepare a lab
summary. These rubrics will be handed out with the first lab.
Quizzes / Daily Homework:
I reserve the right to give unannounced quizzes over your reading assignments, but most of
the quizzes will be randomly scheduled throughout each semester. In addition, you will have
weekly homework assignments that coincide with your readings. These assignments will usually
take the form of concept-mapping (CM) chapter and lecture information. Also, throughout the year,
students will be required to read and critically analyze various relevant articles from newspapers,
journals, and popular science magazines. These critical analyses (CA) will be used to stimulate class
discussion and allow the students to regularly identify and debate the concepts of Biology within
modern environmental, social, and ethical frameworks. A critical analysis rubric will be handed out
separately with the first assignment.
Semester Breakdown (approximate):
Exams (4 per semester)
Quizzes
Labs / LRs
Homework /Classwork
Total
40%
35%
15%
10%
100%
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AP Biology Exam Content
The AP Biology Exam consists of two sections: multiple choice and free response. Both sections
include questions that assess students' understanding of the big ideas, enduring understandings,
and essential knowledge and their application of these through the science practices. These may
include questions on the following:
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the use of modeling to explain biological principles;
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the use of mathematical processes to explain concepts;
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the making of predictions and the justification of phenomena;
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the implementation of experimental design; and
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the manipulation and interpretation of data.
The exam is 3 hours long and includes both a 90-minute multiple-choice section and a 90-minute
free-response section that begins with a mandatory 10-minute reading period. The multiple-choice
section accounts for half of the student's exam grade, and the free-response section accounts for the
other half.
Section I: Multiple-Choice Section
Part A consists of 63 multiple-choice questions that represent the knowledge and science practices
outlined in the AP Biology Curriculum Framework that students should understand and be able to
apply. Part B includes 6 grid-in questions that require the integration of science and mathematical
skills. For the grid-in responses, students will need to calculate the correct answer for each
question and enter it in a grid on that section of the answer sheet.
Section II: Free-Response Section
Students should use the mandatory reading period to read and review the questions and begin
planning their responses. This section contains two types of free-response questions (short and
long), and the student will have a total of 80 minutes to complete all of the questions.
AP Biology Exam Format
Section I
Question Type
Number of Questions
Part A: Multiple Choice
63
Part B: Grid-In
6
Timing
90 minutes
Section II
Question Type
Number of Questions
Timing
Long Free Response
2
Short Free Response
6
80 minutes + 10minute reading period
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Unit 1: First Week and Introduction
Big ideas: 1, 2
WEEK-1
Ch 1. Introduction: Themes in the Study of Life
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Explain and apply the scientific method.
Identify the basic properties of life.
Ch 2. The Chemical Context of Life
Basic Biochemistry
 Differentiate among atoms, ions, and molecules.
 Differentiate between covalent, ionic, and hydrogen bonds.
 Differentiate between acids and bases.
Ch 3. Water and the Fitness of the Environment
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Discuss the importance of water.
Activities/Labs:
 Assignment: Science Fair Project
Open inquiry of a biological topic of choice
Research topic to formulate a question
Hypothesize
Design a controlled experiment to test the hypothesis (multiple trials)
Analyze data and make conclusions
Prepare a folder of the scientific work and prepare for a visual presentation
Unit 2: Biochemistry and Introduction to the Cell
Big ideas: 1, 2, 3, 4
WEEK-2,3,4
Ch 4. Carbon and the Molecular Diversity of Life
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Discuss the importance of carbon.
Identify the basic chemical functional groups.
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Ch 5. The Structure and Function of Large Biological Molecules
Macromolecules
 Know the polymer principle.
 Describe the basic chemical building blocks of cells.
 Differentiate between hydrolysis and condensation reactions.
 Know the structure and function of macromolecules.
 Compare/contrast the four basic macromolecules.
Ch 7. A Tour of the Cell
Cell Theory and the Nature of Cells
 Explain the development of cell theory.
 Compare/contrast prokaryotes and eukaryotes.
 Explain why cells need to be small.
 Identify and describe the functions of eukaryotic organelles.
 Compare/contrast animal and plant cells.
Ch 8. Membrane Structure and Function
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Describe the unique nature of the plasma membrane.
Identify and describe three types of cell surface proteins.
Explain how cells transport material across a plasma membrane.
Differentiate between isotonic, hypotonic, and hypertonic solutions.
Compare/contrast passive transport (diffusion, osmosis, and facilitated
diffusion) and active transport (proton pumps, sodium/potassium pumps, and
endocytosis/exocytosis).
Activities/Labs:
 Using inexpensive and common household items, students create a model of
a specific cell (e.g. neuron, white blood cell, plant leaf cell, Paramecium,
sperm cell, bacterium) that includes a working organelle that defines the
overall function of the cell. Students explain their cell and organelle to the
class.
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 Microscopy: Animal/Plant Cell Lab
Compare/contrast different types of microscopes.
Prepare wet mounts for animal and plant cells.
Use basic staining techniques.
Identify the structures of animal and plant cells.
Compare/contrast animal and plant cell structures.
 BUILD-A-MEMBRANE: <http://learn.genetics.utah.edu/>
Cut, fold, and paste biological molecules to create a three-dimensional cell
membrane with embedded proteins, followed by whole class discussion of
membrane structure and function. Students complete animations and activities from
Amazing Cells page of this website.
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OR
 Have the students use inexpensive materials to create a model of the fluid
mosaic model of cell membrane along with its molecular components. This
activity is student directed. The students then pose three questions about
the relationship between the structure of the membrane and the movement
of molecules across it (e.g., polar and non-polar molecules, small and large
molecules). Then students explain how answers to the questions can be
investigated.
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 Diffusion/Osmosis Lab (AP LAB 4)
Investigate the processes of diffusion and osmosis in a model membrane system.
Investigate the effect of solute concentration on water potential as it relates to
living plant tissue.
Measure water potential of a solution in a controlled experiment.
Determine osmotic concentration of living tissue or an unknown solution from
experimental data.
Describe the effects of water gain or loss in animal and plant cells.
Relate osmotic potential to solute concentration and water potential.
Collect, manipulate, and analyze data.
Unit 3: Cellular Energy and Related Processes
WEEK-5,6,7,8
Ch 6. An Introduction to Metabolism
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Enzymes and Metabolism
Differentiate between potential and kinetic energy.
Explain the laws of Thermodynamics.
Describe energy through living systems.
Identify oxidation-reduction reactions.
Differentiate between exergonic and endergonic chemical reactions.
Explain the roles of activation energy and catalysts in chemical reactions.
Describe the role of enzymes in cell chemistry.
Outline cellular energy flow.
Discuss the relationships between enzymes, ATP, and metabolism.
Describe cellular homeostasis.
Ch 9. Cellular Respiration
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Describe the structure of a mitochondrion.
Outline and explain the stages of cellular respiration.
Compare/contrast oxidative respiration and fermentation.
Describe how cellular respiration is controlled.
Identify abiotic factors that can affect the rate of cellular respiration.
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Ch 10. Photosynthesis
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Activities/Labs:
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Describe the structure of a chloroplast.
Explain the cellular energy cycle (photosynthesis/cellular respiration).
Outline and explain the stages of photosynthesis.
Identify the roles of photons, pigments, photosystems, electron transport chains,
and proton pumps in light reactions.
Discuss how the products of light reactions fuel the Calvin Cycle.
Recognize how the environment affects the rate of photosynthesis.
 In teams, students create a visual representation (e.g., diagram with
annotation) to explain the interdependent relationships of cellular
respiration and photosynthesis and how the processes of cellular respiration
an photosynthesis support life on Earth. Visual representations are
displayed in the classroom for peer review and revision and to generate
questions for further investigation.
 Enzyme Catalysis Lab(AP LAB 13)
Investigate the conversion of hydrogen peroxide to water and oxygen gas by the
enzyme catalase.
Measure the amount of oxygen generated and calculate the rate of the enzyme
catalyzed reactions.
Measure the effects of changes of temperature, pH, enzyme concentration, and
substrate concentration on reaction rates of an enzyme-catalyzed reaction in a
controlled experiment.
Explain how environmental factors affect the rate of enzyme-catalyzed
reactions.
Collect, manipulate, and analyze data.
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 Cellular Respiration Lab
Investigate cellular respiration using living but dormant pea seeds (plant
embryos).
Build a respirometer.
Measure oxygen consumption during germination.
Measure the change in gas volume in respirometers containing either
germinating or nongerminating seeds.
Calculate the rate of respiration from experimental data.
Relate gas production to respiration rate.
Test the effects of temperature on the rate of cell respiration in germinateversus
ungerminated seeds.
Collect, manipulate, and analyze data.
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 Plant Pigments and Photosynthesis Lab(AP LAB 5)
Investigate plant pigments through paper chromatography.
Measure the rate of photosynthesis in isolated chloroplasts.
Separate pigments and calculate their Rf values.
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Describe a technique to determine photosynthetic rates.
Compare photosynthetic rates at different temperatures, light intensities, or
wavelengths using controlled experiments.
Explain why the rate of photosynthesis varies under different environmental
conditions.
Collect, manipulate, and analyze data.
OR
 Photosynthesis Laboratory: Student-directed and inquiry based
investigations about photosynthesis using the floating leaf disc procedure. A
write-up of the design and discussion of the outcome will be kept in their
laboratory research notebook.
 THE EVOLUTION OF THE CELL: <http://learn.genetics.utah.edu> The
endosymbiotic theory explains how relatives of ancient bacteria ended up in
modern-day cells. A whole class discussion is used to analyze the
endosymbiotic theory, encouraging students to question how prokaryotes
can carry on energy transfer processes without true membrane bound
organelles. Students are given 5 minutes to write a conclusion to the
discussion on a post-it note for posting on their way out of class.
OR
 Ten-Minute Debate. Working in small teams, students create a visual
representation to support the claim that eukaryotes evolved from symbiotic
relationships between groups of prokaryotes. Then students identify one or
two unanswered questions about Margulis’s endosymbiont hypothesis.
Unit 4: Cell Communication and the Cell Cycle
Big ideas: 1, 2, 3
WEEK- 9,10
11. Cell Communication
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Describe cellular communication machinery.
Differentiate between types of cell signaling.
Compare/contrast chemically-gated and voltage-gated
Identify different types of intracellular adhesion.
Provide specific examples of cellular communication between tissues.
12. The Cell Cycle
Cell Cycle and Mitosis
 Know the structure and language of chromosomes.
 Use karyotype analysis to identify developmental abnormalities.
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Explain binary fission.
Know the life cycle of Eukaryotic cells.
Draw and describe the stages of mitosis.
Activities:
 Pathways with Friends: <http://learn.genetics.utah.edu> Directed by instructional cards,
students kinesthetically model cell communication by acting as components in a cell
signaling. Whole class discussion follows, assessing student understanding of cell
communication. Animations of Cell Communication, An Example of Cell Communication,
The Fight or Flight Response, How Cells communicate during the Fight or Flight Response
(These animations provide students with a model example of the concepts involved in cell
signaling).
 Students create an interactive model using cutout pieces of construction paper to describe
the key features/components in a G-protein receptor system and explain the three stages of
cell signaling: reception, transduction, and cellular response. Students share models for
review and revision.
 Modeling the Cell Cycle- Students construct a model of the cell cycle, explain and present the
major events in a presentation.
 Students create a series of diagrams with annotations that compare, contrast, and analyze
the processes of mitosis and meiosis, focusing on the chromosome number of the resulting
daughter cells.
 Using mitosis cards (such as from Ward’s Natural Science), students estimate the time a cell
spends in each of the mitotic stages and develops an appropriate graph to reveal data.
Unit 5: Genetic Basis of Life
Big ideas: 1, 3, 4
WEEK- 11,12
Ch 13. Meiosis and Sexual Life Cycles
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Discuss the importance of the X and Y chromosomes.
Draw and describe the stages of meiosis.
Explain crossing over and nondisjunction.
Compare/contrast mitosis and meiosis.
Explain the roles of mitosis and meiosis in different sexual life cycles.
Ch 14. Mendel and the Gene Idea
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Outline Mendel’s experiments.
Compare/contrast Mendel’s laws of heredity.
Know the language of genetics.
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Understand probability and types of genetic crosses.
Use Punnett squares.
Identify various patterns of heredity and perform crosses.
Ch 15. The Chromosomal Basis of Inheritance
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Explain how mutations can cause genetic disorders.
Discuss some important genetic disorders.
Understand the components of blood typing.
Explain with examples polygenic inheritance.
Activities/Labs:
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 Genetics of Organisms Lab
Identify genetic traits in Drosophila.
Perform genetic crosses.
Manipulate genetic data.
Identify patterns of heredity.
Collect, manipulate, and analyze data.
 Mitosis and Meiosis Lab(AP LAB 7)
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Investigate the processes of mitosis and meiosis.
Compare and contrast mitosis and meiosis in both plants and animals.
Simulate the stages of meiosis with chromosome models.
Calculate the relative duration of the cell cycle stages.
Describe how independent assortment and crossing over can generate genetic
variation.
Relate chromosomal activity Mendelian segregation and independent
assortment.
Demonstrate the role meiosis in the formation of gametes.
Calculate the map distance of a particular gene from a chromosome’s center or
between two genes using a model organism.
Collect, manipulate, and analyze data.
 Chi-Square Analysis Lab
Investigate the independent assortment of two genes and determine whether
the two genes are autosomal or sex-linked.
Process data from genetic crosses using chi-square analysis.
Collect, manipulate, and analyze data.
Activity:
 Students will use a chromosome bead kit to simulate the process of meiosis and explain
when haploidy occurs.
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 Students work in pairs to solve a daily genetics problem (e.g., monohybrid, dihybrid, test
cross, co-dominance versus incomplete dominance, sex-linkage, crossing over, pedigrees).
The first pair with a solution comes to the board and works the problem for peer review.
 A Day in the Life. Students compose a short story, PowerPoint presentation, video, poem,
song, or significant piece of art to describe a day in the life of a teenager afflicted with a
single gene disorder or chromosomal abnormality. Students should include the science
behind the disorder (i.e., causes and effects) and identify a social, medical, or ethical issue(s)
associated with human genetic disorders.
Unit 6: Gene Activity and Biotechnology
Big ideas: 1, 2, 3, 4
WEEK-13,14,15,16
Ch 16. The Molecular Basis of Inheritance
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Explain the history and research behind our understanding of DNA.
Describe the composition and structure of DNA.
Outline the process of DNA replication.
Explain why replication is a semi-conservative process.
Ch 17. From Gene to Protein
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Describe the four roles of RNA.
Discuss and apply the Central Dogma.
Explain how DNA is transcribed into mRNA.
Explain how mRNA is translated into proteins.
Understand how gene expression is regulated and how mutations occur.
Ch 18. Regulation of Gene Expression
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Genetics of Viruses
Genetics of Bacteria
Ch 19 Organization and Control of Eukaryotic Genomes
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Discuss the importance of gene regulation.
Compare/contrast gene regulation in prokaryotes
and eukaryotes.
Identify the different types of mutations.
Discuss the effects of oncogenes.
Ch 20. Biotechnology
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Outline the four components of genetic engineering.
Describe the use of restriction enzymes.
Explain how recombinant DNA is produced.
Describe the use of gel electrophoresis.
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Discuss the Human Genome Project, DNA fingerprinting, gene therapy, and
cloning.
Ch 21 Genomes and their Evolution
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Understanding the process of cell differentiation
Differential gene expression
Genetic and cellular mechanisms of pattern formation
Activities/Labs:
 Model of an operon: Following lecture and discussion of structure and function of an
operon system, materials are made available for students to create a model of an
operon and demonstrate to their classmates.
 Using construction paper, markers, and scissors, students construct a model of DNA
using at least 24 nucleotides. Students use the model to distinguish between DNA
and RNA; to model the processes of replication, transcription, and translation; and
to predict the effects of change (mutation) on the original nucleotide sequence.
 Students create a game to take players through the key steps in translation — and
have classmates play the game!
 Online activity – gives instructions to students to play a game where they learn how
mutations occur.
 Students use construction paper or more elaborate materials to create a model of
the lac and trp operons that include a regulator, promoter, operator, and structural
genes. Students use the model to make predictions about the effects of mutations in
any of the regions on gene expression.
 Students need to research on the following topic and present it to their classmates
in 3 minutes - What are some arguments for and against embryonic stem cell
research?
 Students create a mini-poster for peer review to explain several applications of
genetic engineering and possible ethical, social, or medical issues raised by human
manipulation of DNA.
 Bacterial Transformation Lab (AP LAB 8)
 Use plasmids as vectors to transform bacteria with a gene for antibiotic
resistance.
 Describe the biological process of transformation in bacteria.
 Calculate transformation efficiency.
 Design a procedure to select positively for antibiotic resistant transformed cells.
 Collect, manipulate, and analyze data.
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 Restriction Enzyme Cleavage of DNA Lab (AP LAB 9)
 Understand the principles and practice of electrophoresis.
 Understand how electrophoresis separates and sorts DNA fragments.
 Demonstrate the effects of restriction enzymes.
 Compare DNA banding patterns.
 Demonstrate the use of electrophoresis equipment.
 Use a standard molecular weight curve to determine base pair size of DNA
fragments.
 Collect, manipulate, and analyze data.
Unit 7: Evolution and Phylogeny
Big ideas: 1, 3, 4
WEEK- 19,20,21,22,23
Ch 22. Descent with Modification: A Darwinian View of Life
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Appreciate the life and work of Charles Darwin.
Explain Darwin’s theory of evolution and natural selection.
Ch 23. The Evolution of Populations
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Discuss how populations grow.
Explain and apply the Hardy-Weinberg principle.
Describe how natural selection shapes population .
Ch 24. The Origin of Species
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Describe modern theories of evolution.
Compare/contrast theories of macroevolution and microevolution.
Outline and describe different forms of speciation.
Ch 25. The History of Life on Earth
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Discuss theories on the origin of life.
Outline spontaneous origin of prokaryotic life.
Describe eukaryotic evolution.
Describe fossil formation.
Explain different types of dating techniques.
Chart the geologic history of time.
Ch 26. Phylogeny and the Tree of Life
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Know the classification of living things.
Apply modern taxonomy and cladistics.
Analyze cladograms.
Read phylogenetic trees.
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Ch 27. Bacteria and Archae
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Compare and contrast viruses and bacteria.
Identify bacterial structure and organization.
Compare and contrast archaebacteria and eubacteria.
Activities/Labs:
 (AP LAB 3)
COMPARING DNA DEQUENCES TO UNDERSTAND EVOLUTIONARY RELATIONSHIPS WITH
BLAST. Students will learn how to analyze cladograms and understand evolutionary
relationships using the Basic Local Alignment Sequencing Tool. Students will analyze
morphological details about a newly discovered fossil, hypothesize as to the position of the
fossil in a pre-constructed cladogram, then test the hypothesis using BLAST. Once students
become comfortable, they will use the tool to answer questions of their choice regarding
gene sequences. Alternatively, students can explore and discover using Cold Spring Harbor
DNA Learning Lab: DNA Subway.
 Students construct a diagram to explain the relationships that exist between the three
domains of life (Archaea, Bacteria, and Eukarya) based on molecular processes and cellular
features. Students present their diagrams to the class for review and revision.
 NOVA; PBS video: “What Darwin Never Knew.” This video will be utilized in conjunction
with whole class discussions to take a look at Charles Darwin’s observations and
conclusions and how modern day molecular biology is confirming what Darwin
documented.
 Constructing a Phylogenetic Tree Using DNA Sequence Data Simulation:
<http://www.accessexcellence.org/AE/> Students exchange the “ancestral DNA” with
random mutations over time and make divergences into different evolutionary lines. A
phylogenetic tree is constructed. Then, in a second part, students construct a phylogenetic
tree of another group based strictly on nucleotide sequences of present-day organisms.
 Evolutionary Time: The Geologic Time String <http://www.accessexcellence.org/AE> The
Time String involves the use of a string. The string is 4.6 meters long, and each millimeter
on the string represents 1 million years. Knots tied at distinct locations along the string
represent extinctions, beginning of Eras, and so forth, in the geologic time table.
 HHMI video: “Evolution” Students will view the lecture on artificial selection and a class
discussion will follow.
 (AP LAB 2) MATHEMATICAL MODELING: HARDY WEINBERG THEORY
Population Genetics and Evolution Lab
 Model the Hardy-Weinberg principle.
 Calculate allele frequencies for a single trait among the class population.
 Perform a test to determine the alleles inherited for a single human trait.
 Estimate allele frequencies after several generations of random mating.
 Collect, manipulate, and analyze data.
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 A Quick Review of Hardy- Weinberg Population Genetics. Present students with HardyWeinberg problems from a variety of resources. Students apply the Hardy- Weinberg
equation to determine frequencies of phenotypes and alleles.
 Students will be provided with a data table identifying shared characteristics among a
group of organisms. They will construct a phylogenetic tree or cladogram to reflect the
evolutionary history of the group. Students then share the cladogram with peers for review
and revision.
Unit 8 Diversity in the Biological World: Organism Form and Function
Big ideas: 1, 2, 3, 4
WEEK –24,25,26,27,28,29
Ch 40. Basic Principles of Animal Form and Function
This section covers a broad survey of the diversity of life; specific topics will connect big ideas and
enduring understandings.
 Evolutionary trends (endosymbiosis, adaptations that allowed plants to move
from water to land, reproductive adaptations of angiosperms, environmental
roles of fungi, animal body plans, progressively complex derived characters in
animal groups)
 Unique features of the angiosperm life cycles
 Signal transduction pathways (plant and animal hormones)
 Photoperiodism in plants
 Feedback control loops in animals
 Thermoregulation in animals
 Energy allocation and use in animals
 Examples of functioning units in mammal systems (alveoli in lungs, villi of small
intestines, nephrons in kidneys)
Ch 43. The Immune System
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Know the structure and function of the immune system.
Describe the three lines of bodily defense.
Identify the interrelationships with other systems.
Ch 45 Endocrine system
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Know the structure and function of the endocrine system.
Describe how the endocrine system regulates homeostasis (e.g. temperature and
blood sugar levels).
Identify the interrelationships with other systems.
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Ch 48. Neurons, Synapses, and Signaling
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
Know the structure and function of the nervous system.
Describe a nerve impulse in terms of resting and action potentials.
Ch 49.2 The Vertebrate Brain

Structure and function of the human brain
(Chapters 28-49 will be utilized to provide students with resources for the enduring
understandings in this unit)
Activities/Labs:
 Students review a case study that explores flu antigens, genetics, and replication. As a class,
they discuss the spread of H5N1 Avian Influenza, then complete an Internet activity in
which they search for images to create a visual representation to describe nonspecific and
specific immune defenses in plants and animals. Students answer questions based on the
innate immunity and acquired immunity of all animals. Students will present their visual
presentation to the class.
OR
 Students create a mini-poster to compare non-specific defense systems in plants and
animals.
 In pairs, students create a visual representation of a neuron, using simple household items.
The model should demonstrate the flow of information through a neuron and should
include components that represent dendrites, cell body, and axon. Pairs should also create a
poster that shows a labeled version of the neuron model. On the poster, students describe
the model and explain how it functions. Students present their posters to the class.
Unit-9 – Ecology
WEEK- 30,31,32,33
Ch 51 Behavioral Biology
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Know various theories in behavioral ecology.
Describe animal learning and cognition.
Discuss various issues in sociobiology.
Ch 52-56 Biosphere and Ecosystems
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Aspects of biomes
Models describing population growth
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Regulation of population growth
Community interactions
Species diversity and composition
Community biodiversity
Energy flow and chemical cycling in ecosystems
Primary productivity
Energy transfer between trophic levels
Human activities that threaten biodiversity
Activities/Labs:
 Dissolved Oxygen Lab
 Observe the effect of temperature on the dissolved oxygen content of fresh
water.
 Graph the relationship between temperature and dissolved oxygen in water.
 Perform chemical tests to determine the dissolved oxygen concentration in
water.
 Extrapolate dissolved oxygen to primary productivity.
 Collect, manipulate, and analyze data.
 Animal Behavior Lab (AP LAB 12)
 Determine habitat preference for the variable tested in sowbugs.
 Design an experiment to test a prediction regarding habitat preference in
sowbugs.
 Collect, manipulate, and analyze data.
 Plant Tissue and Transpiration Lab (AP LAB 11)
 Describe the process of transpiration.
 Demonstrate the effects of environmental factors on transpiration.
 Explain the role of water potential in transpiration.
 Collect, manipulate, and analyze data.
OR
 Provided with a data table reflecting the results of an experiment investigating the effect of
a biotic or abiotic factor on transpiration in plants, students graph the data and draw
conclusions. Students work in teams and present their conclusions to the class in the form
of a mini-poster for review and discussion.
 Students will design a model of a biome that demonstrates knowledge of biological
processes and concepts across scales. Class presentations will demonstrate their knowledge
of understanding.

OR
 For five different terrestrial or aquatic biomes, students create a visual representation to
describe each biome and factors that affect its climate. Then they explain unique
adaptations for one plant and one animal in each biome that help those plants and animals
survive.
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 Provide students with a copy of an article entitled “Invasive Plant Suppresses the Growth of
Native Tree Seedlings by Disrupting Belowground Mutualisms”, by Kristina Stinson and
others. Students will explore the research based study and analyze the data presented for
its meaning.
 Earth has seen its share of recent environmental disasters, including hurricanes, floods,
drought, wildfires, oil spills, earthquakes, tsunamis, and disease epidemics. Students
investigate the short-term and long-term effects of two of these types of disruptions to
populations or ecosystems. Students then present the results of their investigations in the
form of a mini-poster.
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